The Relationship between Teacher Candidates' Technology Usage and Online Learning Readiness

Abstract

The purpose of the research is to determine the relationship between the levels of teacher candidates’ online learning readiness and their technology usage and to examine whether various demographic characteristics (gender, class, and age) differ. This research was designed in the relational screening model within the scope of quantitative research. The population of the research consists of teacher candidates studying at the Faculty of Education of Fırat University. The t-test and one-way analysis of variance was used to compare variables and the level of correlation between variables was tested with the Pearson correlation coefficient. As a result of the study, teacher candidates' online learning readiness and technology usage were at the level of undecided. According to the result, while the online learning readiness status of teacher candidates was similar for female and male teacher candidates, technology usage status was found to be significantly higher in favor of males. There was no significant difference in both online learning readiness and technology usage situations of teacher candidates according to the class variable. According to the last result of the study, it was seen that there was a positive, moderate, and significant relationship between teacher candidates' readiness for online learning and their technology usage. Various suggestions are presented regarding the results obtained from the study.